Catherine Rawn

Over the weekend I gave the keynote address at this interesting, student-driven conference. It united students, faculty, and community members from all across the country to question our assumptions about education and to promote innovation. Consistent with this spirit, in my keynote I discussed my section of Psyc 208 (Psychology in your life: How social psychology can help you succeed). I have created that course with students in mind from the very start. I strive to create a course that matters, and I challenge both educators and students (yes, it’s a two-way street!) to make education matter. I also discuss how the course has changed from the first time I taught it to the second, and share how I have relied on student feedback to make important changes for the better. If you’ve taken the course before, plan to take it in January, or are interested in course (re)design more broadly, check out the video here.

Congratulations to Tyler Nelson and the entire planning team for a great conference. If you’d like to check out more about the conference, we had a twitter feed going all day long (search for #ice2011) and videos from all of the interesting speakers are available here.

Almost 600 students are enrolled in my classes this semester, and an additional 250 next semester. I will not be able to learn every single student’s name, at least not very well. But I try! And I suspect by the end of the term (end of the year for Psyc 100 — which goes until April), I’ll know a decent proportion of that large number. To do this, I constantly test myself, guessing and then asking students again (and sometimes again) until names stick. After answering a student’s question after class yesterday, she turned to go and I said, “…and it’s [her correct name!], right?” She turned and said yes, but with a puzzled look on her face. She said to me something like, “there are so many students, why do you bother trying to learn our names?”

Why do I bother trying to learn names??? The question caught me off guard. Startled, I stuttered, “well, because I care. I guess that’s what it comes down to.” It may sound trite, but I do care. I wish I could personally know every one of my students. I think that would enrich our classroom experience greatly. Indeed, the more students I get to know the more fascinating life stories I hear, and the more insight I get into what it means to be a student now, today — not more than a decade ago when I started my undergrad degree. I’ve felt the change in the classroom environment that happens when students realize I know who they are and remember them and notice when they’re not there that day. It motivates me in my teaching and lesson planning when I can think of the individuals who will be there, looking to me for guidance about what and how to learn. Of course, I can’t remember everyone. But I won’t stop trying. Because I care.

I have the great privilege of speaking at two fantastic student-driven conferences this month. Check out the websites and mark your calendars!

First, on Saturday October 15 in the new sustainable CIRS buiding, is ICE 2011: the Interuniversity Conference on Education. The focus is on innovations in education, and I’ll be speaking about how I’ve approached the question “Why should any student care about my class?” Check out the agenda and my talk abstract here. Everyone is welcome, and registration is free!

Second, on Monday October 24, is the kick-off to CLASS: Conference on Learning and Academic Student Success. This year it’s a full week of workshops and speakers geared toward helping first year and otherwise new-to-UBC students transition to life at UBC-V. I’ll be speaking about  ”What I’ve Learned that has Changed my Life” at the opening ceremony.  I met with organizing team members Julie and Bowen this morning for a brief interview. Check it out on the CLASS website or a direct link to Youtube here.

Exciting times! Hope to see you there!